Jose P. v. Ambach: Progress toward Compliance

1986 ◽  
Vol 52 (4) ◽  
pp. 313-322 ◽  
Author(s):  
Mary-Beth Fafard ◽  
Robert E. Hanlon ◽  
Elizabeth A. Bryson
Keyword(s):  
New York ◽  
Special Education ◽  
Public Schools ◽  
Due Process ◽  
Class Action ◽  
Current Status ◽  
Special Education Services ◽  
Education Services ◽  
Timely Fashion ◽  
The Impact

Jose P. v. Ambach is a class action lawsuit involving the rights of handicapped students to be referred, evaluated, and placed in a timely fashion into appropriate educational programs and services in the New York City public schools. The role of this case as a vehicle in the restructuring of the delivery of special education services is discussed. The major issues, including timely evaluation and placement, due process procedures, accessibility of facilities, and systematic monitoring of the delivery of services, are analyzed in terms of the impact on the delivery of special education services. The current status of this ongoing litigation, the progress toward compliance, and some of the implications for special education are presented.

scholarly journals Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 43-56
Author(s):  
Solange A. Lopes-Murphy
Keyword(s):  
Special Education ◽  
Second Language ◽  
Public Schools ◽  
Emergent Bilinguals ◽  
Special Education Services ◽  
Language Abilities ◽  
Related Services ◽  
Education Services ◽  
School Settings ◽  
Steady Growth

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

Special Education Funding Reform: A Review of Impact Studies

2010 ◽  
Vol 34 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Jeff Sigafoos ◽  
Dennis Moore ◽  
Don Brown ◽  
Vanessa A. Green ◽  
Mark F. O'Reilly ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Cost Effectiveness ◽  
Outcome Measures ◽  
Additional Research ◽  
Education Funding ◽  
Special Education Services ◽  
Education Services ◽  
The Impact ◽  
Descriptive Level

AbstractVarious models for funding special education services have been described in the literature. This paper aims at moving the debate concerning special education funding reform beyond the descriptive level by reviewing studies that investigated the impact of various models for funding special education. Systematic searches were conducted of ERIC and PsycINFO to identify studies that investigated the impact, implications, or outcome of one or more special education funding models. Ten studies were identified covering five major funding models. The results showed that the funding reforms investigated in these studies each had associated benefits, but also potential detriments. However, these studies mainly involved indirect outcome measures, often failed to fully assess impact on academic achievement or cost-effectiveness. Results highlight the need for additional research on the impact of special education funding reform.

Educators' Perceptions of the Effects of Communication Disorders Upon Educational Performance

1982 ◽  
Vol 13 (4) ◽  
pp. 260-263 ◽  
Author(s):  
Clinton W. Bennett ◽  
Charles M. Runyan
Keyword(s):  
Special Education ◽  
Communication Disorders ◽  
Classroom Teachers ◽  
Educational Performance ◽  
Special Education Services ◽  
Education Services ◽  
Perceived Impact ◽  
Performance Results ◽  
The Impact ◽  
Psychosocial Competencies

Based on a recent federal clarification of "educational performance" related to PL 94–142, an appropriate interpretation of educational performance must include both academic and psychosocial competencies. Because educational performance is one of the assessment components used to determine eligibility for special education services, classroom teachers must provide information to the Eligibility Committee. Therefore, educators' perceptions of the impact of communication disorders on educational performance have important implications for the provision of special education services to communicatively impaired students. The purpose of this investigation was to evaluate educators' perceptions of the effects of communication disorders upon educational performance. Results indicated that 66% of the 282 educators responding believed that communication disorders have an adverse effect on educational performance. The perceived impact of specific communication disorders on educational performance is also presented.

How to Survive a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 5-12
Author(s):  
Carl Corbin
Keyword(s):  
Special Education ◽  
Due Process ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Educational Professionals ◽  
Due Process Hearing ◽  
Education Act

Abstract Background/Introduction: Due process hearings are administrative hearings that resolve disputes between parents of children, who qualify for special education services under the Individuals with Disabilities Education Act (“IDEA”), and a Local Educational Agency (“LEA”). The IDEA provides that students that qualify for special education services are entitled to receive a Free Appropriate Public Education (“FAPE”). A FAPE has both substantive and procedural requirements. The process by which a LEA details the provision of a FAPE to a student who qualifies for special education services is through the development of an Individualized Education Program (“IEP”). Objectives: This article reviews the process to develop a legally defensible IEP. This article provides strategies for LEAs and educational professionals to avoid a due process hearing. This article provides a brief description of and timelines associated with a due process hearing. This article provides suggestions to educational professionals who may be called to testify as a witness at a due process hearing. Conclusion: LEAs and educational professionals can minimize their risk of having to undergo a due process hearing and can maximize their chances to prevail at a due process hearing through preparation and training.

What Happens to Students Leaving Secondary Special Education Services in Arizona?

1997 ◽  
Vol 18 (5) ◽  
pp. 261-269 ◽  
Author(s):  
Laura L. Love ◽  
Ida M. Malian
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Services ◽  
Computer Assisted ◽  
Special Education Services ◽  
Education Services ◽  
Analysis Technique ◽  
Students First ◽  
Education Act ◽  
The Impact

The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.

Does Delayed School Entry Reduce Later Grade Retentions and Use of Special Education Services?

1995 ◽  
Vol 16 (5) ◽  
pp. 288-294 ◽  
Author(s):  
DEBORAH C. MAY ◽  
DEBORAH K. KUNDERT ◽  
DONNA BRENT
Keyword(s):  
New York ◽  
Special Education ◽  
Grade Retention ◽  
Research Literature ◽  
School Entry ◽  
Special Education Services ◽  
Education Services ◽  
Delayed Entry ◽  
Service Rates ◽  
Delayed School Entry

The practice of delaying children's entry into a kindergarten program 1 year beyond the traditional chronolgical age of their classmates is a controversial issue. although this practice has been said to reduce the need for grade retentions and special education services, the research literature has yielded contradictory results about the effects of delayed entry on students. the present study examined the effects of delayed entry in one suburban new york school district on later elementaryschool grade retention and special education service rates. in addition, the influence of gender on the practice of delayed entry was investigated. the sample for this study consisted of all students (n = 3,238) who were enrolled in grades 1 through 12; from this, a subsample of all children (n = 279) who had delayed school entry were identified, and their records were examined for future retentions and use of special education services. it was found that students who delayed school entry were most often male and were placed in special education programs in significantly higher proportions than nondelayed-entry students. no significant effect of delayed entry was noted for retention.

The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers

2003 ◽  
Vol 25 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Liza M. Conyers ◽  
Arthur J. Reynolds ◽  
Suh-Ruu Ou
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Public Schools ◽  
Low Income ◽  
Family Background ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Placement ◽  
Preschool Intervention ◽  
Long Term Impact

This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.

Legal Framework for the Education of Individuals With Disabilities in Mexico

2020 ◽  
pp. 105345122096309
Author(s):  
Marisol Sanchez ◽  
Aída Imelda Valero Chávez ◽  
Matthew D. O’Donnell ◽  
Berenice Pérez Ramírez ◽  
Theresa A. Ochoa
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Legal Framework ◽  
Educational Services ◽  
Depression And Anxiety ◽  
Special Education Services ◽  
Education Services ◽  
Legal Provisions ◽  
Trained Personnel

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study

2021 ◽  
pp. 002221942110608
Author(s):  
Deborah P. Waber ◽  
Ellen C. Boiselle ◽  
Peter W. Forbes ◽  
Georgios D. Sideridis
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Learning Disorders ◽  
Special Education Services ◽  
Education Services ◽  
Independent Evaluation ◽  
Related Quality ◽  
The Impact

Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school’s response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the LDQOL/15, a brief measure of school-related QOL, at the time that their child received an independent evaluation and again a year later ( N =155). At follow-up, parents reported the tenor of the school’s response to the evaluation and whether special education services had changed. QOL problems were very high in this referred population, with 66% of respondents rating a level of problems in the clinical range at baseline. Predicted interactions between time of assessment (baseline/follow-up) and the school’s response to the evaluation were confirmed for all outcome variables; a positive school response was associated with improved QOL. Nevertheless, the overall prevalence of school-related QOL problems remained high a year after the evaluation. These findings indicate that special education interventions can mitigate LD impacts, but even with these services, many children with learning disorders and their families continue to be significantly affected.

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